Mentors also have a set of responsibilities to bring to the relationship.

“As a mentor, you are a teacher,” he said, but a mentor is also coaching and motivating an apprentice at the same time.

The system put in place by Cleven and Downie teaches six steps to becoming a mentor.

Those steps are identifying the point of the lesson, linking the lesson, demonstrating the skill, providing opportunity for practice, giving feedback and then assessing progress.

Mentors also have to challenge apprentices, Downie said, a concept that has received some push back.

“Senior staff didn’t want to train an apprentice only to move them to a new task they wouldn’t be as skilled at,” Downie said.

Cleven believes it’s worth the effort.

“This is not a simple task. We’ve been at it for three years, but it will make a difference to our jobsites,” he said.

Downie said he would like to see the program integrated into Red Seal certification as a learning outcome, as well as greater engagement with employers and industry. Research into the difference mentorship teaching has in the workplace would also be beneficial.

“I know the results will be positive, but actually having valid data could push the idea of mentorships so more people are engaged,” Downie said.